Term
Hill, Janice.
What does the term “governmentality” mean? Discuss how “governmentality” is related to the structure and goals of the Canadian Boy Scouts and Girl Guides. |
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Definition
| -Governmentality = “art of government” or governing. It includes the practices of governments and their affects on the people who are governed. |
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Term
| Hill argues that kids’ participation in the Scouts and Guides taught them to “embody” two central moral ideals of Canadian citizenship. What were those two ideals? |
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Definition
| imperialism and evangelicalism |
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Term
| During class discussion of this article, I told you about the American “free-school” reformers. Why? What goals/objectives did the American free-school movement share in common with the goals/objectives of the Canadian scouting movement? |
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Definition
| The free schooling movement and the Canadian scouting movement were both concerned with the moral/character education of the population of children that will help lead their countries ability to impose this vision of their morality across the world(Because both believed at the time that they were gods chosen people |
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Term
| Review Hill’s concluding arguments about the kinds of gender role models and notions that kids gained access to through the Scouts and Guides. |
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Definition
-The notions of masculinity is traditional, but the methodology was done non-traditionally. This was the first time that an emphasis on fantasy play was made. Links of masculinity to soldering still exist.
Emphasis on fantasy play and personal improvement through adventure and service to others
Less emphasis on individualism
-Girl Guides were radical because it challenged the traditional notions and role of feminity through service and assumed competence.
Emphasis on self reliance, skills, and sports, and that girls can be competent leaders |
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Term
Scourfield, Dicks, Holland, Drakeford and Davies.
How did the Welsh children these researchers studied think about “place”? |
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Definition
| -Kids define “place” in terms of their own relationships with people in that place, not in terms of physical characteristics of the place, nor in terms of practices or value of the people who live there. |
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Term
| To what extent did they seem to understand cultural differences associated with different places around the (Western) world? |
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Definition
| -The Welch kids did not seem to understand cultural differences. Other than noting the differences in language many of the kids seemed to think the other people in (western) nations were just like “US”. |
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Term
| What distinctions did they tend to make with regards to the local boundaries that affected their daily lives? |
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Definition
| -The kids DO make clear “US”vs”Them” distinctions, but these distinctions are more nice vs. naughty in the local arena. This is evident in social class distinction. |
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Term
| Be able to summarize Wells and Lekies’ findings concerning what types of childhood experiences seem to impact adults’ environmental attitudes and adults’ environmental behaviors. |
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Definition
No relationship between
Environmental education as a child and environmental attitudes as an adult
Child environmental education and adult pro-environmental behavior
-Negative relationship between supervised time in nature and environmental adult attitudes
-Participation in “Wild” nature in childhood has a positive impact on adult attitudes and behaviors
-Adults with pro-environmental attitudes are expected to have pro-environmental behaviors |
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Term
| I was quite critical of Wells and Lekies’ analyses – explain. |
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Definition
-Asked adults to re-account childhood experiences, but adults tend to take current values and impose them into their memory
-Article is not concerned with quality of nature of lived childhood only concerned with endpoints
-focused on how adult environmental activist can be created |
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Term
| Louv. Be prepared to discuss: what general change/trend in children’s lives does Louv deplore in this article/interview? And to what several developments does he attribute this change? |
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Definition
-Argues that childhood has become “De-Natured”, in which he correlates with the rise in childhood obesity with the switch from real natured activities to adult structured/supervised activities.
Why?
-Blames Electronic Media
-development of “Green Spaces”
-Exaggerated fears of Parents (kid will get hurt, Kid will be kidnapped)
-Threats of Lawsuits and Vandalism |
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Term
Rodgers
[(from lecture) discuss Rodgers’ theoretical perspective, and the terminology and emphases that help to identify her perspective.] |
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Definition
-There is one typology that defines three ideal types
-Agency=The ability to produce a desired affect by surveying a situation, then interpreting that situation, and then interpreting that interpretation in to action
-Rodgers used interpretive reproduction without explicitly labeling it |
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Term
| Identify and describe the key features of each of the three types of children’s social movement participation in Rodgers’ typology. Be able to recognize and/or give some examples from the reading of each of these types. |
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Definition
1. Strategic Participation= Rodgers means that children can be used to “gain sympathy and draw attention” to a cause. Using them can be a key factor in the amount of attention and the effect of that attention on the general public.
Example-Organizations trying to ban child labor used children as strategic participants by incorporating them into their “core-marchers”. The combination of children and other symbols of childhood innocence have attracted favorable attention to their cause
2. Active Participation= active participation, which is beyond just the exposure they’ve had to this movement and is the conscious decision they make to join in and contribute to the movement itself.
Example-Red diaper babies trying to actively recruit other children into the movement
3. Participation by default= Children may participate by default merely because their parents are a part of the movement; here they are exposed to the social movement, its purpose and activities. (244)
Example- From birth some klan children are installed in a “Kid Klan Korp”, preparing them for a life of racial activism
-Red diaper babys (Children that were brought to communist party meetings) |
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Term
| Be prepared to choose one of the three types of children’s social movement participation and illustrate its features through reference to examples from Jesus Camp. |
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Definition
| - Rachael is another textbook example of active participation, she is even willing to walk up to a stranger at a bowling alley and inform her of god’s love, just because “god was speaking to her”. Even being teased by her peers doesn’t hush her mouth from speaking the word of god, Rachael states it doesn’t matter what they think; only that god knows of her intentions and she will in the end be rewarded. |
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Term
| Be able to describe an international children’s social movement organization and its activities. |
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Definition
| --Working Children’s Movement= These active participants do not agree with the direction that adult organizations have taken in their campaigns to end child labor. So they criticizes some of the ILO’s decisions that “do not take into account working children’s view point. |
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Term
Rosier.
Describe/discuss the three identified ways that children are viewed as problems for adults. Be able to briefly summarize the arguments in each of these sections. |
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Definition
• 1)(Challenge Adult Face Work) Children are seen as a nuisance and disruptive to respectable adult lifean inferior out-group that nevertheless has considerable power to inconvenience and embarrass adults
o Children threaten are common practice of civil inattention, where we try not to threaten others presentation of self. An example of this is when children say “that lady looks like a witch look at her nose”. This embarrasses adults and forces them to engage in corrective actions.
• 2)(Exaggerated Fear for Safety)Protection of children is a near constant problem and concern adults extreme worry and anxiety about vulnerable children’s safety
• 3)(Rotten Kids)Children are seen as problems of their own doingadults resent and disdain those irresponsible children and youth who use drugs, are truant, get pregnant, run away, or who commit property or violent crimes. |
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Term
| Be able to describe the social construction of the “super-predators” problem. |
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Definition
• First the super-predator was popularized in the mid-1990 as a label for serious youthful offenders that commit violent youth crimes.
• This label/”epidemic” was created by *illustrating the problem with an awful example*then give the problem a name (Super-predators)*and then give statistics to suggest the problems size and importance
• This relates to the school shooting epidemic and the missing children epidemic in how they were created |
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Term
| What does the 1995 “HOPA” amendment to the Fair Housing Act permit? |
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Definition
• Housing for Older Person=HOPA
• First, it eliminates the requirement that 55 and older housing have significant facilities and services designed for the elderly.
• Second, HOPA establishes a good faith reliance immunity from damages for persons who in good faith believe that the 55 and older exemption applies to a particular property, if they do not actually know that the property is not eligible for the exemption and if the property has formally stated in writing that it qualifies for the exemption. |
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Term
| Be familiar with the annual rates of stranger kidnappings and deaths resulting from school shootings in the U.S. |
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Definition
• Stranger Kidnappings
o The chances of stranger abduction for a U.S. child in a given year is about 1.5 per one million, and the chance that a child would be killed as a result of the heinous crime is less than half of that number
• School Shootings
o There was an average 25 to 26 deaths in the schools. This number is inflated by suicides that occurred at school.
o Between the 1997-98 school year there were 43 school associated shootings which was the most deadly year in the late 1990’s.
o Throughout the 1990’s the number of deaths in schools were on the decline |
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Term
| What is the “schizophrenic view of children” that Ayers describes? |
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Definition
• We romance childhood as a time of innocence and beauty
• And we simultaneously construct an image of original sin and elemental evil lurking in children
o When young children are left to themselves our culture assumes the demon child has the upper hand |
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Term
| Be able to describe recent trends in the prosecution of children as adults. |
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Definition
• (1990s’) Almost all U.S. states passed legislation loosening prohibitions on adult prosecution of minors
• (1997) Michigan and many other states abolished any legal age limit below which a child could not be prosecuted as an adult |
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Term
| What important 2005 U.S. Supreme Court decision is identified, and what did this ruling do? |
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Definition
• Roper v Simmons
o Execution of a juvenile offender was excessive and cruel, and therefore unconstitutional |
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Term
| Be able to discuss how the U.S. compares to other affluent nations in terms of child poverty. |
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Definition
| • The U.S. is the only country out of the 15 wealthiest countries in the world to have child poverty rate above 20 percent. |
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Term
| What other “problems of children” are identified/ discussed? |
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Definition
• Child Poverty
• Child Abuse
• Maltreatment
• Lack of basic schooling or health care
• Denial of children’s rights as citizens |
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Term
| What is the central argument of this piece?rosier |
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Definition
| • How claims spread, and the more similar other countries are to the U.S. individualist orientations and federalist system the more susceptible they are to “monster” hype |
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Term
Child Poverty. Both the Rosier article, and Corsaro chapter 11, include discussion of Rainwater and Smeeding’s “Poor Kids in a Rich Country.” I also discussed this in class.
Be able to compare and contrast child poverty rates in the U.S. versus the 14 other affluent countries Rainwater and Smeeding considered. |
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Definition
-The U.S. is the only country out of the 15 wealthiest countries to have child poverty ratew over 20%
-9 of the countries had poverty rates below 10%(Mostly the Scandinavian countries)
-5 of the countries had child poverty rates between 10 and 20%
-The more similar the country to the U.S. the higher the poverty levels were. |
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Term
| How did Rainwater and Smeeding define the poverty level, so that the computation of rates is comparable across different countries? |
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Definition
| -the bottom half of the low bottom median income were in poverty |
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Term
| What is the relationship between societal prosperity and child poverty rates (see Rosier article)? |
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Definition
| -There is no relationship in the U.S. between the countries GDP and child poverty rates |
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Term
| How do U.S. white children’s poverty rates compare to child poverty rates for non-whites in the U.S. |
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Definition
| -White children’s poverty rate of 12.4% is more than half of the poverty rate for non-whites which child poverty rates remain between 30-40% |
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